week 3 & 4 BTE/FTE

Question 1

what is the percentage of students who rely on re-reading as their study strategy

Answer 1

84%

Question 2

what is the percentage of students who rely on self-testing as their study strategy

Answer 2

11%

Question 3

definition of the backwards testing effect

Answer 3

testing improves later test performance by helping with memory retention

Question 4

what is transfer appropriate processing

Answer 4

testing works best when study and test formats are similar

Question 5

what is the retrieval effort hypothesis

Answer 5

harder retrieval practices lead to better memory

Question 6

what is the mediator effectiveness hypothesis

Answer 6

testing helps connect related concepts, improving memory through semantic connections

Question 7

what are some benefits of testing on mental health

Answer 7

reduce stress and anxiety

Question 8

what is another name for backwards testing effect

Answer 8

testing effect or retrieval practice effect

Question 9

Why do students quiz themselves according to Kornell and Bjork (2007)?

Answer 9

To check understanding (68%), because it’s effective (18%), or they find it more enjoyable (9%)

Question 10

What did Roediger and Karpicke (2006) discover about testing vs. re-studying?

Answer 10

testing leads to better long-term memory retention, especially over longer intervals.

Question 11

What were the results of McDaniel et al.’s (2007) classroom study?

Answer 11

Quizzing improved test scores more than just re-reading materials. short answer quizzes were more beneficial than multiple choice questions

Question 12

in Karpicke et al 2009 survey amongst college students, what is the % of students that rated self-testing as their top strategy?

Answer 12

1%

Question 13

What materials did participants in roediger and karpicke 2006 study in the experiment during phase 1 (encoding)?

Answer 13

Two prose passages, one about “the sun” and the other about “sea otters.”

Question 14

How was the study design structured in roediger and karpickes 2006 study?

Answer 14

Participants studied one passage twice (re-study condition).
Participants studied the other passage once and then took a free-recall test (testing condition).
No feedback was provided after the initial test

Question 15

what was phase 2 (final test) in roediger and karpickes 2006 study?

Answer 15

ptsp completed final free recall tests for each passage, either 5 mins, 2 days or 1 week later

Question 16

what is the best strategy to remember info for longer than 5 mins?

Answer 16

test-taking

Question 17

what does retrieval practice serve as?

Answer 17

desirable difficulty

Question 18

what was the purpose of Agarwal et al. (2021) Study

Answer 18

To evaluate the effects of retrieval practice (e.g., quizzing) on learning outcomes in classrooms using a meta-analysis of 50 experiments.

Question 19

what were findings of Agarwal et al 2021 study

Answer 19

94% of studies showed positive effects of retrieval practice on learning.

Question 20

what was Kromann et al 2009 study

Answer 20

medical students completed a resuscitation course following stimulated cardiac arrest

Question 21

what was the method of kromann et al 2009 study

Answer 21

Intervention Group: Received 3.5 hours of teaching/training plus 30 minutes of low-stakes testing.
Control Group: Received 3.5 hours of teaching/training plus 30 minutes of scenario practice (not tested).
Two weeks later, participants completed a practical test on managing a simulated unresponsive patient.

Question 22

The forward testing effect demonstrates that interim testing can improve memory for ___ information, ___ corrective feedback is provided.

Answer 22

new, regardless of if

Question 23

When Kornell and Bjork (2007) asked their participants why they quizzed themselves when they studied, what could the most common answer be summarised as?

Answer 23

to judge how well the material has been learnt

Question 24

Many memory studies include a retention interval. What is a retention interval?

Answer 24

A period of time (interval) between the encoding and retrieval/test stages of a study.

Question 25

During retrieval practice, one possibility is that participants think of not just the correct answer, but also related answers. Which theory of the backward testing effect makes this prediction?

Answer 25

mediator effectiveness hypothesis

Question 26

What is proactive interference?

Answer 26

When memory for previously studied information interferes with the learning of new information

Question 27

Which theory of the backward testing effect suggests that retrieval practice is beneficial for memory because the cognitive processes required to self-test are similar to those required in the final test?

Answer 27

Transfer-appropriate processing (TAP)

Question 28

In studies of the backward testing effect, the test-delay interaction refers to the finding that _____?

Answer 28

relative to restudy, retrieval practice often impairs memory when tested after a short retention interval, but improves memory when tested after longer retention intervals.

Question 29

what was smith et al 2016 findings from his study into memory and stress

Answer 29

stress significantly impaired recall but only for the restudy group

Question 30

what is the fte

Answer 30

enhances learning of new material through prior testing aka test-potential new learning

Question 31

what was the objective of Szpunar 2008 study

Answer 31

to examine how interim testing influences the learning and recall of new material

Question 32

what is interim testing

Answer 32

taking a test between learning sessions

Question 33

what was the procedure of szpunar et al 2008 study (exp. 3)

Answer 33

Participants studied five lists of words sequentially:
After studying Lists 1-4, participants either:
Took a test on the material,
Completed a math distractor task, or
Restudied the material.
List 5 was studied and then immediately tested across all groups.

Question 34

what were the findings of szpunar et al 2008 study (exp. 3)?

Answer 34

Participants in the testing condition:
Showed improved learning and recall of List 5 compared to the other groups.
Had fewer intrusions (incorrectly recalling words from earlier lists), indicating less interference from previous material.
The improvement on List 5 recall was attributed to:
The forward testing effect: Testing facilitated better learning of new material.
Partial backward testing effect: Testing helped consolidate previous material.

Question 35

how does interim test enhance learning of subsequent material

Answer 35

by reducing proactive interference

Question 36

what does context change allow for

Answer 36

segregation of lists

Question 37

what does context change prevent

Answer 37

build up of proactive interference from one list or another

Question 38

what is the procedure of szpunar et al 2013 study?

Answer 38

Participants: Watched an online lecture split into 4 segments.
After the first 3 segments, participants were assigned to one of three groups:
Test Group: Took a short test on the material.
Restudy Group: Restudied the material.
Control Group: Did an unrelated (math) activity.
All groups were tested after the 4th segment.
ptsp were asked whether they’re mind-wandering once in each segment, experimenters looked at students notes from the video

Question 39

what were the findings of szpunar et al 2013 study?

Answer 39

interim testing benefits: improved learning and recall of the 4th segment, reduced mind-wandering during the lecture, increased note-taking

Question 40

summarise jing et al 2016 study into quality mind-wandering

Answer 40

• undergraduates watched 40 min lecture with interim testing or restudy
  -ptsp asked “what are you thinking about” periodically during the lecture
• mind wandering rates did NOT significantly differ between the 2 groups
• BUT interim testing group did report more mind-wandering that was RELATED to the lecture than the restudy group

Question 41

summarise yang et al 2019

Answer 41

• ptsp studied either face-name or Swahili-english pairs list1-3
• all ptsp Studied face-name pairs list 4
• interim testing improved final list 4 recall even when list 1-3 and 4 material type different
• the forward testing effect is transferable to different stimulus